This book is an essential guide if you are working in higher education and seeking professional recognition for your role in teaching and supporting learning, and particularly if you are seeking a fellowship with the UK Higher Education Academy (HEA). The book maps a range of key themes against the United Kingdom Professional Standards Framework (UKPSF) and invites you to engage with its 'dimensions of practice'. Its distinctive features include:
Explicit links to the UKPSF and practical advice on how to put together a scholarly narrative account of your academic practice in order to seek fellowship status with Higher Education Academy (HEA)
An exploration of the contested nature of academic practice, inviting you to interrogate how this can be negotiated within your own learning and teaching context
Contributions from leading scholars in the field, practitioners writing about their roles and experiences, and the views of students. Each chapter interweaves insightful commentary with case studies, practical examples and opinion pieces, as well as debate pieces and 'Dear Lecturer' comments from students. Each chapter also includes helpful extracts from successful HEA fellowship applications, demonstrating how the content of the book can be used in a practical way to help you put together your own application.
If you are following an individual or institution accredited route to fellowship and/or studying a taught course (such as a PG Cert HE) then this book is an indispensable tool to help you think critically about the UKPSF dimensions of practice and academic practice in general.
John Lea is Head of Academic Professional Development at Canterbury Christ Church University, UK.
Table of Contents:
Preface and AcknowledgementsChapter One: The Scholarship of Teaching and Learning by John Lea and Nigel Purcell
Opinion Piece: On Internationalisation by Brigitte Stockton
Chapter Two: Enhancing Student Learning by Cordelia Bryan
Opinion Piece: On Transforming the Experience of Students Through Assessment by Yaz El-Hakim
Debate: On the uses and limitations of Learning Outcomes, Trevor Hussey by Patrick Smith and David Gosling
Chapter Three: The Nature of Academic Time by John Lea
Opinion Piece: On Academic Identity by Bruce Macfarlane
Debate: On Academic Allegiance by Chris Stevens and Ralph Norman
Chapter Four: The Nature of Academic Space by Mike Neary and Helen Beetham
Opinion Piece: On Distance Learning by Wayne Barry
Debate: On Online and Face-to-face Learning by Emily McCormick and Anna McCormick
Chapter Five: The Nature of Academic Knowledge by John Lea
Opinion Piece: On Employability by Ruth Lawton
Debate: On the nature of Academic Knowledge by Celia Popovic and Dennis Hayes
Chapter Six: Students as Partners in Learning byMick Healey, Alan Jenkins and Cathy Bovill
Opinion Piece: On Researching, Advancing and Inspiring Engagement by Colin Bryson
Debate: On the Authority of the HE Teacher by Frank Furedi and Mike Neary
Chapter Seven: The Landscape of Higher Education by John Lea
Opinion Piece: On College-Based Higher Education by Jonathan Eaton
Debate: On the Marketisation of HE by Patrick Ainley, Ted Tapper and David Palfreyman
Chapter Eight: Becoming a fellow of the Higher Education Academy by Nigel Purcell and John Lea
Opinion Piece: On Sustainability by Katja Hallenberg
About the Author :
John Lea is Head of Academic Professional Development at Canterbury Christ Church University, UK.
